scholarly journals EVALUATION OF THE CHRISTIAN RELIGIOUS EDUCATION LEARNING PROGRAM USING THE CSE-UCLA EVALUATION MODEL AT THE PPD SOCIAL WELFARE INSTITUTION IN KOTA BATU

2021 ◽  
Vol 9 (3) ◽  
pp. 278-287
Author(s):  
Djoys Anneke Rantung ◽  
Susan Latupeirissa
Keyword(s):  
Mental Illness ◽  
Social Welfare ◽  
Religious Education ◽  
Learning Process ◽  
Evaluation Model ◽  
Transformation Process ◽  
Good Recovery ◽  
Learning Program ◽  
Teaching Learning ◽  
Welfare Institution

A good lesson should involve an evaluation based on the results or outputs of the teaching-learning transformation process and pays attention to evaluating each program component in the learning process itself. Educators in the field are busily spurring students to obtain satisfactory evaluation results. It holds meaningful learning is equally important to evaluate whether the learning that educators do is good or still needs to be improved or even replaced. It is necessary to evaluate the learning program. The Doulos recovery cottage social welfare institution that has handled mental illness clients using PAK learning therapy needs to be evaluated. The PAK learning program's evaluation for psychic clients at the Doulos recovery cottage, Batu City, East Java social welfare—knowing the CSE-UCLA evaluation model for the PAK learning program using four stages of question variables. Every psychic client can be handled appropriately for a good recovery

scholarly journals The Role of Islamic Education Teachers in Preventing Radicalism at Madrasa Aliyah

2021 ◽  
Vol 4 (1) ◽  
pp. 74-90
Author(s):  
Udin Supriadi ◽  
Usup Romli ◽  
Mohammad Rindu Fajar Islamy ◽  
Muhamad Parhan ◽  
Nurti Budiyanti
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Analysis Method ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
The Republic ◽  
Teaching Learning ◽  
Islamic Values

Radicalism is seen as dangerous for the integrity of the Republic of Indonesia. It is contradictory to Islamic values, where Islam upholds the principles of tolerance, peace, and respect for one's beliefs. Therefore, serious efforts are required from all levels of society to minimize the spread of this understanding, especially for the millennial generation. This study aims to find conceptual ideal ideas to deal with issues of radicalism through the role of (IRE) Islamic Religious Education teachers in the formal learning process at schools. This study employed a qualitative approach with a descriptive analysis method. The study was carried out in Madrasa Aliyah (Islamic Senior High School) Maarif Tanjung Sari Sumedang. Data were collected through an interview, observation, and discussion. The data were analyzed using the interactive analysis technique. Results of the study revealed that the Islamic Religious Education teacher of MA Maarif Tanjung Sari played an important role in stemming radicalism. Implementing 5 principles in the teaching-learning process is the key.

scholarly journals The Challenges and Opportunities; CIPP Model for Evaluation for TEFL Following the COVID-19 Pandemic

2020 ◽  
Vol 2 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Muhammad Mustangin ◽  
Beny Riswanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Program ◽  
Cipp Model ◽  
The Government ◽  
Teaching Learning

This study are focused in : (1) how the context of the Online teaching learning process program on Covid-19 outbreak. (2) how the input of the Online teaching learning process program on Covid-19 to the success program, (3) how far the challenge and the opportunities of the Online teaching learning process program on Covid-19 pandemic. The objects of this study were: the English teacher in government’ schools and private school of junior high school and senior high school, and the students. The data were obtained from interview, classroom observation, and document analysis. Those data were analyzed by using Context, Input, Process, Product (CIPP) Model by Kellaghan and Stufflebeam (2003). The findings revealed some facts. First, in the context evaluation, it can be concluded that the online teaching and learning program are relevant and formulated in order to meet the students’ needs on this pandemic. Second, in term of input evaluation, the teacher did not fulfill the requirements of a qualified teacher yet. Therefore, this pandemic has become a challenge for educators especially for English teachers and students in higher education level. It impacted classrooms to be hardly. Here, the researcher advice the government to conduct a training and workshop in order to improve the quality and the professionalism.

scholarly journals Developing Formative Evaluation Model to Improve Students' Learning Outcome at Vocational High Schools

2018 ◽  
Vol 5 (5) ◽  
pp. 87
Author(s):  
Atin Prihatin ◽  
Sudiyanto ◽  
Hermanu Joebagio
Keyword(s):  
High Schools ◽  
Student Learning ◽  
Learning Process ◽  
Evaluation System ◽  
Qualitative Data ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Field Research ◽  
Vocational High Schools ◽  
Teaching Learning

Evaluation is divided into several kinds, one of which is formative evaluation. Formative evaluation is appropriately used because the process involves students directly in the learning process and is able to improve students' conceptual understanding. The qualitative data were taken from a field research consisting of: 1) observations, observing the students' activities during teaching-learning process and their learning activities while doing evaluation; 2) Interviews, the techniques used were open interview, the interview conducted with the informants using interview guides and documentation analysis. From the results of the case study, some problems were found. To overcome the problems, a model of formative evaluation needs to be developed in order to provide fast feedback for the students and the teachers. The purpose of this research is to make formative evaluation model for ICT (Information and Communication Technology) learning in Vocational High Schools. The design of the research was research and development of a formative evaluation model. The instruments used were questionnaires for product feasibility tests including book review validation, pre-learning quiz instruments, post-learning quiz instruments and product-segment models. Based on the results of qualitative data, interviews were conducted to both students and ICT teachers, and documentation recorded. It was found that 90% teachers had not done formative evaluation system well. On one hand, the results of quantitative data analysis show that the results of student learning, especially ICT subjects were still relatively low. From the above data, it can be concluded that it is necessary to do research on the development of formative evaluation model to improve student learning outcomes in Vocational High Schools.

scholarly journals EVALUASI IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH (MBS)DI SMK TELEKOMUNIKASI TUNAS HARAPAN KABUPATEN SEMARANG (STUDI TENTANG PEMBELAJARAN PAKEM)

2015 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Prima Widyatmoko ◽  
Bambang Ismanto
Keyword(s):  
Learning Process ◽  
Evaluation Model ◽  
Lesson Plan ◽  
Product Evaluation ◽  
Learning Program ◽  
Effective Learning ◽  
Creative Learning ◽  
Data Validity ◽  
Evaluative Research ◽  
Achievement Assessment

<p>This study aims at evaluating (a) the design of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (b) the installation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (c) the process of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, and (d) the product evaluation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan. This is a evaluative research employing Discrepency Evaluation Model. Techniques of collecting data used are interview, queationaires, documentations study, and observation. Triangulation technique is used to support data validity. The results of this study are (a) the design of implementation of PAKEM learning has been formulated with regard to educators criteria including input, process, and output aspects, (b) there is still 2% discrepency in teachers’ certificates. Qualifications of teachers’ academic and teachers’ competencies in PAKEM learning are in line with the standards determined, (c) criteria of succesful PAKEM learning program have not been fulfiled entirely. Syllabus and lesson plan preparation reach 85%. Active learning process goes to low discrepency (13%). Creative learning process goes to moderate discrepency (31%). Effective learning process goes to low discrepency (18%). Fun learning process goes to low discrepency (15%). In learning achievement assessment, teachers have done their responsibilities well, (d) the products in PAKEM learning include achievement in affective aspect where 90% students gain predicate “good”, cognitive aspect where 80% students gain B-, and psychomotoric aspect where 79% students gain B-.</p>

scholarly journals THE GAP BETWEEN LEARNING NEEDS AND ITS IMPLEMENTATION IN ENGLISH FOR HOSPITALITY SPECIFIC PURPOSES PROGRAM

2017 ◽  
Vol 6 (1) ◽  
pp. 125
Author(s):  
Dian Kardijan
Keyword(s):  
Instructional Design ◽  
Learning Process ◽  
Hospitality Industry ◽  
Teaching Method ◽  
Communicative Competence ◽  
Learning Needs ◽  
English Learning ◽  
Structured Interviews ◽  
Learning Program ◽  
Teaching Learning

This study is to reveal the gap between the English language communicative competence required by students of the hospitality department and English learning program provided at state of Vocational High School 1 Tasikmalaya, Indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. It explores how learning needs is implemented in teaching-learning process and the respondents description, what they saw and what they felt. Findings show inconsistency between learning needs in enrichment students English communicative competence and teaching-learning process. This prompts a re-instructional design of English learning for hospitality specific purposes program at this department currently. It provides to support of graduating required at hospitality industry workplace. Lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of ESP teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the English, in such contexts graduates can hire at the hospitality industry workplace.Keywords: learning needs, pre-vocational English field, authentic materials and teaching methods

scholarly journals Evaluasi Kurikulum Al-Islam Kemuhammadiyahan di Fakultas Ekonomi dan Bisnis Universitas Muhammadiyah Palembang

2019 ◽  
Vol 2 (1) ◽  
pp. 39-50
Author(s):  
Anica Anica ◽  
Romli Romli ◽  
Nyayu Khodijah
Keyword(s):  
Higher Education ◽  
Religious Education ◽  
Learning Process ◽  
Evaluation Model ◽  
National Standards ◽  
Learning Plan ◽  
Use Of Time ◽  
Islamic Religion ◽  
Compulsory Subject ◽  
Learning Plans

Changes in the curriculum of al-Islam Kemuhammadiyahan 1 course at the Muhammadiyah University of Palembang became a challenge for lecturers in preparing semester learning plans and implementation of learning to adjust to the National Standards of Higher Education, because in addition to being a national compulsory subject known as Islamic Religious Education with the number 2 credits are also compulsory courses at the University of Muhammadiyah Palembang. This study uses the Countenance evaluation model popularized by Stake, namely two main matrices in the description of descriptions and judgments As for the results of this research found, the documents contained in the al-Islam semester learning plan Kemuhammadiyahan 1 (Islamic Religious Education) have met the criteria of the National Standards of Higher Education but in the learning methods section and assessment indicators do not meet the criteria of the National Standards of Higher Education. While the learning process of the al-Islam Muhammadiyah Center 1 Faculty of Economics and Business shows a discrepancy with the semester learning plan of the Kemuhammadiyahan al-Islamic course due to ineffective use of time in the learning process. And students can understand and try to practice well the basics of the Islamic religion.  

scholarly journals Analisis Kualitas Pembelajaran Guru Matematika dengan Menggunakan Model EKOP di SMK Teknologi Tri Tunggal ’45 Makassar

2016 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Sumardin Raupu
Keyword(s):  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Evaluation Model ◽  
Learning Program ◽  
Model Learning ◽  
Learning Mathematics ◽  
Output Quality ◽  
Quality Of Learning

This research is a descriptive study that aimed to describe the quality of learning mathematics teacher at SMK Technology Tri Tunggal "45" based on the Model EKOP Makassar. Model EKOP is one Evaluation Model Learning Program, which not only assess the results (outputs) of learning, but also assesses the learning process carried out by the teacher. The instrument used in this study was a questionnaire given to teachers and students in mathematics teaching by the math teacher. The subjects were all teachers of mathematics in Technological Trinity "45". Analysis of the data used is the average of each component looks for good learning process and learning output, then compares to the quality standards that have been set. The results showed that (1) the quality of the learning process of mathematics teachers in the name of AMRN measured using Model EKOP is Good. (2) The quality of the learning process of mathematics teachers in the name JMT measured using Model EKOP is Good. (3) The output quality of learning mathematics teacher on behalf AMRN measured using Model EKOP is Good. (4) The output quality of learning mathematics teacher on behalf of JMT measured using Model EKOP is Moderate. (5) The quality of mathematics teacher learning program on behalf AMRN measured using Model EKOP are Good. (6) The quality of the learning program for mathematics teachers in the name JMT measured using Model EKOP is Moderate.

scholarly journals Minimum Service Standards for Basic Education in Border Region

2018 ◽  
Vol 3 (1) ◽  
pp. 104
Author(s):  
Samion Samion ◽  
Yudi Darma Darma
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Basic Education ◽  
Evaluation Model ◽  
Secondary Data ◽  
Border Region ◽  
Permanent Settlement ◽  
Innovative Learning ◽  
Service Standards ◽  
Academic Qualifications

This study aims to analyze the achievement of MSS Basic Education, with a case study in the border area Entikong District of the district, followed by alternatives for achieving the standards in 2017 and prepare a strategy for its achievement. The method used in the study is the evaluation of research with the evaluation model inaccuracies or gaps (The Discrepancy Evaluation Model). This research subject is the Education Unit at the District Cabdikpora environment Entikong Sanggau consisting of principals and teachers, and Head Cabdikpora. The data used are primary and secondary data. The findings of these studies it is known that the availability of educational unit within an affordable than permanent settlement group; the number of students in each group learning for SD/MI does not exceed 32 people, while SMP/MTs exceeding 36, not available 1 (one) classrooms and there are not furnished with a table and chairs; each SMP/MTs provided a laboratory space science; Each Primary School/not available 1 (one) class teachers for each study group and for SMP/MTs unavailable teacher of Religious Education, Indonesian, Social Sciences, Arts, PE, and ICT; each SD/MI and SMP/MTs provided two (2) teachers who meet the academic qualifications S1 as much as 70%, but does not have a teaching certificate for the SD/MI; Chief of SD/MI has not qualified academic S-1 or D-IV and have a teaching certificate, already for SMP/MTs; curriculum development and innovative learning process is not implemented effectively; 50% SD/MI which has 100 titles enrichment and 10 reference books and each SMP/MTs 200 items of enrichment books and 20 reference books; 58.33% of permanent teachers work 35 hours per week in the education unit; 66.66% educational unit organized a learning process for 34 weeks per year; 66.66% The principal supervising lessons and provide feedback to teachers twice each semester.

scholarly journals WORKSHOP ON INQUIRY LEARNING BASED VIRTUAL LABORATORY IN MAGELANG FOR PREPARING NATURAL SCIENCES TEACHER IN 21ST CENTURY: AN EVALUATION OF IMPLEMENTATION’S PROGRAM

2020 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Siswanto Siswanto ◽  
Eli Trisnowati ◽  
Fifit Firmadani ◽  
Sri Haryati ◽  
Dwi Aryanti ◽  
...  
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Evaluation Model ◽  
Inquiry Learning ◽  
21St Century Learning ◽  
Natural Sciences ◽  
Virtual Laboratory ◽  
Learning Program ◽  
Inquiry Program ◽  
Model Context

<p class="5Abstrak-Abstract">In 21st century, the learning process must be adjusted to the worth values developing in the 21st century.  One of the learning process that suitable on the 21st century learning is inquiry learning that collaborated with virtual laboratory.  The aim of this research is to evaluate inquiry-learning workshop based virtual laboratory in Magelang for preparing natural sciences teacher in 21st century. The evaluation has done by using CIPP model (context, input, process, and  product). This evaluation model was chosen because we wanted to know the effectiveness extent of the program. The result, in general shows that the program is well implemented. The goal of inquiry program has been reached. This is indicated by implementation indicator has been reached. Several indicators among them is : (1) The teacher has good skill in making learning program preparation (Rencana Program Pembelajaran/RPP); (2) The teacher is able to create student.s worksheet; (3) The teachers is well in carry out teaching practices in the classroom, which is all accordance with the principle of 21st century learning.</p>

scholarly journals THE INTEGRATION OF ISLAMIC VALUES IN IMPLEMENTATION OF LEARNING ENGLISH: ISLAMIC EDUCATION STUDENTS PERSPECTIVE

2020 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Mochlis Eko Wijayanto
Keyword(s):  
Religious Education ◽  
Prospective Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Field Research ◽  
Learning Material ◽  
Learning Program ◽  
Islamic Values ◽  
Learning English

The learning process at the University of Nurul Jadid must be guided by Trilogi Santri and Panca Kesadaran Santri formulated by the founder of the Nurul Jadid Islamic Boarding School Foundation. Thus, each learning program at the Faculty of Islamic Religion (FAI) of Nurul Jadid University must be able to produce teachers who can integrate Islamic values in their teaching, including learning English itself. To find out students as prospective teachers of Islamic religious education are able to integrate Islamic values into learning English. The problem in this research is, "how is the integration of Islamic values in learning English in the classroom through a religious approach?" This study is an empirical study (field research) in the form of descriptive methods. Data were analyzed using descriptive analysis method. The subjects of this study were 17 students majoring in Islamic religious education (PAI) in the academic year 2018/2019. Data collected using observation techniques. The results showed that in carrying out teaching practices in class English III, students of religious education (PAI) had a fairly good competence in integrating Islamic values into the teaching and learning process of English. It was demonstrated by 14 students (prospective teachers) who were able to integrate Islamic values in the learning material they applied. While the rest is only integrated into the opening and closing activities by saying Salam (Islamic greetings) and doing do'a (prayer).

Sign in / Sign up

Export Citation Format

Share Document